第二言語習得を加速させる流暢さのトレーニング
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1 第17回 研究助成 B. 実践部門 報告Ⅷ 英語能力向上をめざす教育実践 第二言語習得を加速させる流暢さのトレーニング 継続的な 多読 書き出し訓練 の効果 神奈川県 私立栄光学園中学高等学校 教諭 概要 本研究の目的は 正確さのトレーニング 宇佐美 修 1 はじめに と流暢さのトレーニングの両方を どの 段階でどのような割合で行うと高い英語運用能力が 1.1 身に付くのかということについての知見を得ること カリキュラムのバランス である 中学生に対して 多読 と 書き出し訓練 英語の運用能力の育成を目標として指導をしてい という流暢さのトレーニングを継続的に行うことに く上で役立つ２つの軸として 正確さ と 流暢さ より 従来の正確さ中心のカリキュラムに変更を加 がある 本研究では 語彙 文法 発音などの言語 えた その流暢さのトレーニングの過程を記述し 要素を学ぶことにより 正確さ を高める活動を正確 実験１ さらにその効果を２種類のプリテスト さのトレーニングと呼び コミュニケーション 意味 ポストテストの実験を行い分析した 実験２ ３ 内容の伝達 を優先させながら 流暢さ を高める活 実験の結果 流暢さのトレーニングを受けた生徒た 動を流暢さのトレーニングと呼ぶことにする ちは 簡単な英文を素早く読んだり書いたりできる Waring 2003a はアジア地区で正確さのトレーニ ようになり その中でも英語での読書量の多い生徒 ングに偏ったカリキュラムが広がっている現状を見 のほうが少ない生徒と比べて到達度テスト 英語能 て 流暢さのトレーニングを導入してカリキュラムの 力判定テスト の読解分野においてより大きな得点 バランスをとる必要を訴えている 表１では新しい言 の伸びを見せた 流暢さのトレーニングを受けた生 語要素を学ぶ活動 正確さのトレーニング と既習の 徒と従来の正確さ中心の教授法で学習した生徒と比 言語を使用する活動 流暢さのトレーニング のバラ べると 前者が到達度テスト TOEIC Bridge の ンスのとり方の一例が示されている それでは正確さのトレーニングと流暢さのトレー 総合点においてより大きな伸びが見られた ニングをどのくらいの割合で組み合わせるのがいい のだろう Nation 2001 は カリキュラムの 1/4 表１ A Balanced Curriculum Waring, 2003a Input Teacher explaining on the board Dictionary use Learning new language Studying grammar and vocab books Intensive reading Etc. Output Grammar drills Fill-in the blank activities Pronunciation drills Role-play A and B Memorized dialogs Etc. Essays Practicing already known language Extensive reading Free conversation Extensive listening Letters to friends Chat 185
2 3/ Waring 2003a Nation Nation, 1990 Schmitt, 2000 de Groot & Hoeks1995 Kern, 1994 Lexical Memory Conceptual Memory 2.2 Weissberg, L1 Concepts L2 Word Association de Groot and Hoeks, 1995, p. 686 Extensive Reading Rob & Susser 1989; Mason & L1 Concepts L2 Concept Mediation 186
3 Krashen, 1997;, 1991, 1992, 1994, 1995;, 1993;, 1997 Mason & Krashen, 1997, 1996 Day, Omura, & Hiramatsu, 1991 Hill & Laufer, 2003; Waring, 2003b 2.4 Story Reproduction Free Writing Timed Writing Mason & Krashen Zamel1992 I applied a sort of free-writing approach to my reading. I forced my eyes to speed up, to move forward as a pen is commanded to during freewriting. I took in chunks of sentences at a time in the same way that phrases rolled off my pen when I was writing without having time to think about them.p. 470 L2 L1 Concepts L1 L2 Concepts L2 L2 187
4 TOEIC Bridge 4.1 Graded Reader Oxford, Cambridge, Longman, Macmillan 500 EPER Level ABC ABC
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6 100 SD SD SD F1,169= 56.52, <.01 F1,169= 2.72 ns N = IRT a s d f F 1,168= 14.29, p < F1,120= 1.13 ns 10 F 1,120= 4.41, p < TOEIC Bridge
7 TOEIC Bridge F1,325= 35.71, p <.01 TOEIC Bridge F 1,212= 3.37, + p <
8 TOEIC Bridge 6.2 Leki Extensive Listening
9 a EPER=Edinburgh Project on Extensive Reading s SSS URL: Bamford, J., & Day, R.R. (2004). Extensive reading activities for Teaching Language. Cambridge: Cambridge University Press. Day, R.R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Day, R.R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Langauge, 13. Available from Day, R.R., Omura, C., & Hiramatsu, M. (1991). Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 7, de Groot, A.M., & J.C. Hoeks. (1995). The development of bilingual memory: Evidence from word translation by trilinguals. Language Learning, 45, (1997) STEP BULLETIN, vol.9, Hill, M., & Laufer, B. (2003). Type of task, time-ontask and electronic dictionaries in incidental vocabulary acquisition. IRAL, 41, Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Qualterly, 20, (1991), 5, (1992), 6, (1994), 8, (1995), 9, Kern, R.G. (1994). The role of mental translation in second language reading. Studies in Second Language Acquisition, 16, Leki, I. (1993). Reciprocal themes in ESL reading and writing. In Silva, T., & Matuda, P.K.Eds., Landmark essays on ESL writing. pp Lawrence Erlbaum Association. Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, Nation, P. (1990). Teaching and learning vocabulary. Boston: Heinle and Heinle. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nikolov, M., & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, Robb, T.N., & Susser, B. (1989). Extensive reading vs skills building in an EFL context. Reading in a Foreign Language, 5, Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press. Shehadeh, A. (2003). Learner hypothesis testing, and internalizing linguistic knowledge. System, 21, Susser, B., & Robb, T.N. (1990). EFL extensive reading instruction: Research procedure. JALT Journal, 12. Available from (1996) pp (1993), 16, Tsang, W. (1996)Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17, Waring, R. (2003a). Designing a balanced curriculum: Issues for reading and vocabulary. Paper presented at the 35th Annual International Summer Workshop for Teachers of English, Odawara, Japan. Waring, R. (2003b). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in Foreign Language, 15, Weissberg, B. (2000). Developmental relationships in the acquisition of English syntax: Writing vs. speech. Learning and Instruction, 10, Wolfe-Quintero, K., Inagaki, S., & Kim, H. (1998). Second language development in writing: Measures of fluency, accuracy, & complexity. Hawaii: University of Hawaii Press. Zamel, V. (1992). Writing one s way into reading. TESOL Quarterly, 26,
10 12 EPER Level G F E D C B A X Starter Beginner Elementary Low Intermediate Intermediate High Intermediate Advanced Bridge Graded Readers 500 1,500 4,500 7,000 10,000 15,000 20,000 25,000 Oxford Reading Tree Bookworms Starters Bookworms Stage 1 Bookworms Stage 2 Bookworms Stage 3 Bookworms Bookworms Stage 4, 5 Stage 6 Penguin Easystarts Level 1 Level 2 Level 2 Level 3 Level 4 Level 5 Level 6 Cambridge Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Macmillan Starter Beginner Beginner Elementary Intermediate Upper EPER= Edinburgh Project on Extensive ReadingLevelDay & Bamford, 1998, pp SSS URL: YL EPER LEVEL 194
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